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From the Journal Eton Journal for Innovation and Research In ETON JOURNAL FOR INNOVATION AND RESEARCH IN EDUCATION ISSUE 1 | JUNE 2018 INTRODUCTION – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – JONNIE NOAKES AND BILL LUCAS 02 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – THE EDUCATION SOCIETY: FOSTERING DISCUSSION AND PROMOTING PUPIL VOICE HARRY MOROSS AND ALEXANDER BRICKEN 04 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – THEME: BEING A RESEARCH-ENGAGED SCHOOL – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – BEWARE THE SORCERER’S APPRENTICE: WHY TEACHING AND LEARNING MUST BE A SCHOLARLY AND RESEARCH-INFORMED ENDEAVOUR – GERRY CZERNIAWSKI 06 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – BEING A RESEARCH-ENGAGED SCHOOL: A MULTIFACETED APPROACH IRO KONSTANTINOU AND JO RAINEY WITH CONTRIBUTIONS BY TIM CAIN AND SUE SING 09 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – RANKING PUPILS AND MOTIVATION: TEACHER AND STUDENT PERSPECTIVES JOHN GREENWOOD 13 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – COLLABORATIVE INQUIRY INVOLVING STUDENTS: METHODS AND APPLICATIONS IRO KONSTANTINOU WITH CONTRIBUTIONS BY BOYS IN C BLOCK 15 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – DEVELOPING GREAT TEACHING: LESSONS FROM THE INTERNATIONAL REVIEWS INTO EFFECTIVE PROFESSIONAL DEVELOPMENT – PHILIPPA CORDINGLEY 17 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – THEME: TEACHING CREATIVELY AND FOR CREATIVITY – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – CREATIVITY AND CREATIVE THINKING IN SCHOOLS: AN OVERVIEW Eton Journal for Innovation and Research in Education Published by The Tony Little Centre for Innovation and BILL LUCAS AND ELLEN SPENCER 20 Research in Learning – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – Eton College THE SPIRIT OF OUR TIME: DISCUSSING CREATIVITY IN THE AGE OF ISBN: 978-1-78926-288-9 ARTIFICIAL INTELLIGENCE – VAUGHAN CLARK 23 © Eton College 2018 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – DEFINITIONS OF CREATIVITY: LOOKING AT THE RESEARCH PROCESS Tony Little Centre c/o School Office IRO KONSTANTINOU. INTERVIEWS WITH BEN COUCHMAN AND OLI COOPER 25 Windsor – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – SL4 6DW THEME: PARTNERSHIPS Director – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – Jonnie Noakes [email protected] TOWARDS A FRAMEWORK FOR UNDERSTANDING INDEPENDENT-STATE SCHOOL PARTNERSHIPS – JONNIE NOAKES 29 Researcher-in-Residence – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – [email protected] WHY MUSIC? SOME UNDERLYING RESEARCH – IRO KONSTANTINOU 30 @Eton_CIRL – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – TEN INSIGHTS INTO MUSIC PARTNERSHIP PROJECTS – TOM ARBUTHNOTT 31 https://www.etoncollege.com/CIRL https://cirlresearch.com/ – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – “THEWORKOFTHECENTREHASBEENFASCINATINGAND INTRODUCTION INSPIRING,REMINDINGUSASEDUCATORSOFHOWMUCHMORE Jonnie Noakes | Centre Director & Bill Lucas | Chair of Centre advisory committee WECANLEARNABOUTTHENATUREOFLEARNING,AND MAKINGAVAILABLEWIDERINSIGHTSINTOTHEIMPLICATIONSOF Eton has a long tradition as a pioneering school dating back In the UK independent schools are increasingly being to its foundation by a teenage King Henry VI to provide a encouraged, we believe rightly so, to collaborate with state ALLOFTHISFORTEACHERSACROSSALLKINDSOFSCHOOLS” free education to poor scholars. As rapid changes sweep schools. Yet very little research has been done on what across the world in education over half a millennium later, the potential benefits of such independent-state school GEOFF BARTON, Eton remains committed to uniting tradition with forward partnerships (ISSPs) are. Last year Eton published an GENERAL SECRETARY, ASSOCIATION OF SCHOOL AND COLLEGE LEADERS thinking and disciplined experimentation. independent report (Lucas et al., 2017) that starts to explore ISSPs in more detail. The findings, which can It is as yet unclear which changes will be game-changers. frame an emerging taxonomy, are reproduced in the last Dr Konstantinou runs a series of courses for masters focused from the wellbeing surveys (answered by over 1,000 boys, Will Artificial Intelligence disrupt education just as it will section of the journal. on teaching and learning. This is part of the Centre’s broader with a fuller follow-up survey answered by just over 100 change the sphere of work, performing far better many of role in designing and running professional development randomly-selected boys) showed some interesting results the cognitive tasks we currently teach and perhaps freeing We are glad that we are not alone in this important opportunities for masters. This year the Centre held a series in wellbeing; namely, that boys’ life satisfaction and us up to focus on teaching the things that only humans work. An increasing number of schools in the UK and of talks on ‘The Science of Learning’ and ‘The Future of positive emotions increase during the time they are at Eton can do? Will the application of neuroscience and cognitive internationally are creating school-based centres for Learning’ for masters, boys and partner schools, and we in terms of four trends: social support; sense of autonomy; psychology impact deeply on teaching practice, for conducting research and applying the most valuable regularly convene small group meetings to discuss how to gratitude; and competence. These findings are particularly example in our understanding of motivation, emotional findings in the art, craft and science of learning. embed promising and interesting ideas about teaching and interesting because they run counter to trends nationally self-regulation and memory? Will learning be reorganised Communication between these centres is characterised learning into schoolroom practice. The Centre also fosters and internationally which generally show a decline in into cross-disciplinary themes rather than subject silos? by a spirit of open and mutually beneficial sharing. the interest of pupils in what education is and how it might wellbeing in school years. Will assessment move towards proving mastery and away As Al McConville, Deputy Head Academic at Bedales develop in future. Two pupils who were actively engaged from traditional examinations? Is the centre of gravity School, has commented, “Eton’s engagement with the with the activities of the school’s Education Society, which During the coming two years we will run an ambitious shifting towards teaching vitally important capabilities wider educational community through CIRL is engages with education experts and gives a platform for research project on ‘character education’, a broad term such as creativity, emotional literacy, tenacity, curiosity characteristic of its commitment not only to providing their pupil voice, describe their experiences during the past that refers to the skills, traits and dispositions which will and social intelligence? own boys with the best possible education, but also to academic year. The Researcher-in-Residence teaches form the foundation for the boys’ individual conduct, contributing to the wider social good through disseminating groups of pupils the fundamentals of research in social moral values and personal strengths. Much of what we In such a climate of diminishing permanence it’s crucial that the findings of high quality research to other educational science and facilitates the process whereby they conduct currently do in this area is tacit. The aim is to sharpen our we are gathering up-to-date information from around the contexts. The Centre’s activity reflects the College’s their own primary research, in preparation for university. awareness of our current practices, map them, inform world about what is happening. We need to reflect on how openness to learning from others, as well as their desire them with up-to-date research into character education, that information is relevant to what we do in our schools to share their expertise as it deepens.” The world-wide movement
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